In 1998, Google was founded, the International Space Station began to be assembled, Free Willy star ‘Keiko’ headed to Iceland for release to the wild, and Apple Launched the iMac! But more importantly, to educators such as myself, it was in that same year that Grant Wiggins and Jay McTighe launched their curriculum development book, “Understanding By Design“. They emphasised backward design thinking, challenged “traditional” forward design methods of planning and encouraged us to choose the destination first, develop a road map and then plan the trip accordingly. This perspective was in direct opposition to traditional curriculum planning which had no formal destination determined before the journey began. (Wiggins G. & McTighe J. 1998)
Designing backwards is a way of thinking that we use instinctively in many aspects of our lives. A chef has their creation in mind when they are mixing ingredients and cooking up a storm, a builder knows what their house will look like before embarking upon their construction project and a family holidaying abroad has their vacation spot in mind before they put together the flight plans, itinerary and necessary documents. My experience, however, in schools across the globe, has highlighted the fact that not everyone has read the same book and our education systems do not always follow this backward design theory.
“Schools cater for the masses and generally prepare students for the higher education system in their locality.”
To be fair, however, especially when it comes to preparing for college admissions, schools cater for the masses and generally ensure that students can best access the higher education system in their locality. Indian schools prepare students for Indian higher education, American schools equip students for a homegrown higher education model and the same can be said for schools in the UK, Australia, Singapore, Europe and beyond. Schools will often have one destination in mind, however, students will often have many.
More and more high school students are exploring education options globally and even though their home-country schools may be preparing them effectively for their local colleges and universities, there may be a gap in the preparations for institutions elsewhere. Like the countries themselves, entry requirements to universities and colleges globally differ tremendously and, therefore, it may be in students’ best interests to consider their destinations for higher education earlier rather than later. This will enable them to backward plan accordingly and carefully map out their high school journey with the requirements of their chosen destination/s in mind.
“It is a student’s academic journey that generally lays the foundation for any application.”
Research into global university entry requirements will highlight the fact that it is a student’s academic journey that generally lays the foundation for any application. It is, therefore important that students fully engage in their classes, gain support when needed, are challenged in and out of the classroom, participate in extension programs, and subscribe to and interact with others through journals, articles, blogs, online forums and possibly undertaking standardised testing to compare themselves to their peers in the wider community.
It must be understood that, depending upon the country in question, other requirements, in addition to academics, can be required and these can include school recommendations, personal statements, interviews and, in some cases, entry tests. Some institutions, such as many in the US, might also expect applications to include teacher recommendations, essays, supplements, portfolios, resumes, standardised tests and interviews.
“If a student defines their destination/s early, clearly understands the necessary entry requirements and consequently plans backwards to meet their goal, they will have the greatest chance of admissions’ success at the institution of their choice”.
No matter the country or curriculum a student studies throughout their high school years, if a student defines their destination/s early, clearly understands the necessary entry requirements and consequently plans backwards to meet their goal, they will have the greatest chance of admissions’ success at the institution of their choice.
Understandably, though, not all students will have decided upon their destination early in their high school years and their backward planning will need to take this into consideration, therefore, to have the greatest number of options open when it comes to applying to universities, even those with the most complex admissions requirements, it is advisable that, in addition to focusing on academics, students backwards plan and reach their potential in the following 6 key areas:
- Writing (Reflective, Creative and Persuasive).
- Supporting and developing healthy relationships with others.
- Personal development in and out of school to enhance skills and abilities.
- In-depth learning and research into areas of interest through research projects and extension opportunities both in and out of school.
- Demonstrate college interest, exploration, research and engagement.
- Showcasing the high school journey both self and through others.
Students are advised to explore and make tentative decisions about where and what they might like to study early in their high school journey and to start their preparations accordingly. This practice will ensure that students are best prepared and thus have the greatest chance of meeting with application success when the time comes to apply.
If you would like to learn more about the relationship between a student’s long-term preparedness in the 7 key areas listed above, the selectivity of the colleges to which they are applying and the possibility of their application being successful, please make contact and we can explore the Application Preparedness Matrix which is a useful tool for students and parents alike.